Application Form
Your name:
Candidate 102
Email address:
School or SBU:
HSK
Role / title:
Associate Dean
Subject /discipline / specialism:
Leadership and Management
How long have you been
teaching and/or supporting
learning within HE?
Date of submission:
Collaborative learning
14 Years
2014
Please tick
Which level of recognition are
you applying for?
Are you already a Fellow of the
Higher Education Academy?
Associate Fellow
Fellow
Senior Fellow
√
Yes*
√
No
* If you are already a Fellow of the HEA and wish for this to be taken as APCL for part one of the
written submission for Senior Fellow, please submit evidence of your Fellowship status (e.g. copy of
certificate, email confirmation from HEA or transcript from an accredited programme) with your
application. You will still need to complete Part One (Already a Fellow) in this template.
Please ensure that you have
submitted all parts of your
application:



Application form
Evidence template
References
Senior Fellow Evidence Template – Part One (Already FHEA)
Please write 1500 words on how your understanding of learning and teaching has developed and
deepened in relation to the UKPSF since your recognition as a Fellow. We will be looking for
evidence that you have moved from a broad to a thorough understanding of effective approaches to
teaching and learning support.
Since 2007 I have worked in three different roles which have given me opportunities to develop not
only my own understanding but through strategic developments facilitate communities of learning.
Key to increasing my understanding has been the role of communities and the importance of
motivation through participation in the learning process.
A1
In 2011, I led the development and review of seven programmes spanning five different disciplines.
This development was complex as it needed to meet the different Professional Body frameworks,
the requirements of the then Health Care Professions Council and AQA, as well as anticipating the
requirements for healthcare professionals of the future. Through this process my understanding of
the importance of alignment and motivation to learn was enhanced, one of the key developments
were designing assessment tasks that were authentic and so intrinsically motivational for students.
The importance of communities was apparent both in the development teams, challenging and
sharing ideas and the strong involvement of stakeholders both students and service users, the latter
was commended by the panel.
I lead two modules and I have developed more approaches to encourage engagement of all learners
and valuing the differences participants bring. In 7AHPXXXX I have integrated blended leaning
encourage students to blog before they arrive on campus, have an early peer assessment and
facilitate a learning activity using an online group wiki.
I also now make a point of targeting the students who appear less engaged valuing their
contributions and trying to understand their anxieties and facilitate them to overcome them. For
example last year an international student who I buddied with a home student. This has been
especially important as many students on this module have not studied for many years, e.g. 26
years, and are not net-generation learners so need support to engage in StudyNet. To support this
we run additional support on searching and academic literacy and in some cases buddy students to
encourage informal learning. I have redesigned the assessment to enable choice of viva or written
submission with formative work, enabling students to be assessed in a way that demonstrates their
strengths. This reflects my understanding that a large assignment can be overwhelming and
formative work gives students confidence motivating their continued study. The assessment for both
modules is based on their working environment and so both authentic, rewarding and has real
impact.
A2
The main change in my role has been to work more at supporting others understanding how to
facilitate changes that support learning.
A key aspect is creating an effective dialogue between students and staff. This I have developed
through recruiting and supporting the schools SSRO and developing the use of forum for staff and
students to work in partnership. Through this and my work with the NSS in developing action plans I
can see how powerful this can be to achieve high quality programmes. We now have many highly
performing programmes (NSS) including two at the top for their discipline. The key to this success
has been mutual understanding and ensuring that value is added through all actions. This has
included a StudyNet checklist, consistent module guide, high quality information on the student site,
workshops on alignment, feedback and assessment for staff and proactive management of issues as
they arise. The latter is not simply about solving the current issue but thinking about how this might
be managed to add value to the student experience for the future. For example, there have been
issues with group work and so now in most cohorts we have introduced fixed groups for the year to
encourage commitment and ensure that these groups develop to work most effectively. I have
advised regarding collaborative tasks and facilitation and currently I am working with preregistration nursing on group working practices ready for next year.
My understanding of teaching has moved towards a stronger focus on participation and the
student’s needs and anxieties designing learning from their perspective. My knowledge of blended
learning has become more sophisticated as I realise the potential for extending the classroom but
also the importance of having a specific purpose and integration of the technology is paramount. For
example, in 7AHPXXXX, I have used a blending learning approach using a blog, discussion sites and a
wiki. This is built over a period of time to enable success at each level and to identify and support
stages in using the online environment to support learning. This has been evaluated and presented
at conferences.
A3
I led an LTI funded project in 2011-12 to develop a Student Assignment Reflection Tool (SART). This
built on previous work and involved students through focus groups and a student in the core team.
The research included mixed methods and the resulting tool was piloted in four programmes.
Following refinement as a result of further evaluation using an online survey the final tool was rolled
out across the HEP school. The tool is based on the key factors in feedback and assessment, having
clear criteria for the assessment, enabling the student to self-assess on those criteria and facilitating
reflection on the feedback. This has been favourably received by students, commented on by eternal
examiners as excellent practice and presented at a number of conferences. As part of this we
identified the need for staff feedback to be written in a way that supported actions. Feedback
workshops were run by LTI that were attended by all staff with a resulting increase in the NSS score
for feedback for every programme in the following year.
I have worked with individuals and teams of staff on reviews and validations to develop assessment
that is both authentic and motivating. These included case presentations, reports that they would
write in their professional roles with reflections on critical incidents. Most recently this has been in
the health visiting area where I have supported staff in developing imaginative and varied
assessment reflecting the skills health visitors need.
Previously I have worked with A colleague developing an assessment where the students produce a
wiki on a condition and then a podcast on advice they would give to this patient. This innovative and
authentic assessment was used in a JISC evaluation of effective use of social software. The high
levels of engagement by students with this task was one of the factors that led my focusing on
assessment being authentic, as in as directly aligned to practice as possible.
These have built on my understanding of assessment being aligned both to the learning outcomes
and teaching but also to the goal of professional practice to which the students aspire.
A4
I am very committed to blended learning and have been involved in leading the use of blended
learning in the school. Through involving students we have developed the use of StudyNet across the
school implementing minimum standards. Through sharing practice and the support of the schools
educational technologists we have developed many RLO. I have run numerous workshops to support
this development and have used the staff StudyNet site to share these resources.
I have also been responsible for supporting the use of EVS across the school to encourage classroom
interaction. We now provide handsets to almost all undergraduates and this reflects growing usage.
A further example of how we leverage technology to enhance student experience is the transition I
led from a paper based school handbook (written in academic jargon by academics) to an online
student site with a FAQ style handbook. This was written by working with students and answering
questions that they value.
On the formation of HSK I led a review and development of academic literacy support. There were
initially two different approaches one was based on a deficit model and students had to fail to
receive support the other encouraged dependency, both based on 1:1 support. Through focus
groups with staff and students and using the evidence base we were able to develop academic
literacy support that is embedded and provides proactive support. An initial review at the end of
semester A showed that there had 52 workshops had been carried out which included embedded
workshops as part of modules and free access workshops. Students now self-refer for 1:1 support
and 86 sessions of 1:1 support have taken place with positive feedback.
A5
I have taken many opportunities to develop my learning through:
 Participating in conferences such as the HEA, RAISE, and World Congress for Physical
Therapy.
 Participating at many events such as a student experience event at the leadership
foundation and OU alumni events.
 Participate in many university committees and working parties e.g. SEEC
 Undertaking scholarship and evaluation activity especially where linked to developments
such as my EdD, SART and the academic literacy policy.
 Setting up the scholarship group in HSK to give staff the opportunity for myself and others to
regularly review pedagogic literature and develop our understanding.
In addition I am an external examiner for the Executive MBA at Bedford University which gives a
source of reflection for my own subject knowledge.
Senior Fellow Evidence Template – Part Two (all applicants to complete)
Write about the sustained effectiveness of your work, this should be evidence based and researchinformed through your own practice and related to the pedagogic literature
Please give an account below in 1000 words of how you meet the criteria for this descriptor.
I have strongly supported collaborative learning development before and since 2007, including
evaluations of this work.
Fundamentally I believe education is a sociocultural practice and so value collaborative learning: “a
process of shared creation; two or more individuals …interacting to create a shared understanding
that none had previously possessed or could have come to on their own” (1). However as Sfard (2)
points out that there are two metaphors for learning acquisition and participation and both are
needed. This is encapsulated in the community of inquiry framework (3) which includes social,
cognitive and teaching presence. Collaborative learning is central to teaching and I have fostered
collaborative learning to form communities of practice (4, 5, 6).
Organisational (BLU and CABLE)
In BLU I led the Computer Supported Collaborative Learning group and was a member of the
steering group for CABLE. I facilitated the development of the activities to support staff to work with
students in teams to support change. Combining my knowledge of change management I realised
the importance in creating a culture of feedback and valuing individuals’ contributions. This was
built around team working practice, and using knowledge management techniques to challenge
participants to be open to others. I was given one difficult team to mentor and this developed more
of my understanding of the balance between diversity in the team that can offer great opportunities
for learning, where collaboration is achieved. This reflects the value of peers in learning (7). Through
facilitation we managed to move this team to collaboration and due to the diversity of the team,
they developed an innovative and successful project. It was interesting to note the tipping point
occurred offsite at the residential and perhaps this new situation contributed in breaking down the
barriers that were situated at UH. This demonstrates “knowing” cannot be separated from the
“situated” context (8).
CABLE led to embedding and developing capacity in school teams in leadership, project
management, change management and blended learning described by Derek Morrison (HEA) in his
weblog (9): “I was left with a sense of a dynamic project that had started to make that ever-sodifficult breakthrough of changing attitudes, linking to theory, and enhancing practice”. It led to
further supporting work in six universities; it was interesting to see how difficult collaboration is to
achieve when there isn’t a culture of working together, often described as change readiness. The
need to create supportive culture for learning and collaboration is paramount. The steering group
were shortlisted in 2007 for a Times Higher award in the category of leadership and this work has be
shared with the wider community (10, 11 and 12).
Undergraduate within the curriculum
I instigated collaborative learning into a 45 credit third year module on the Physiotherapy BSc. This
developed around weekly presentations and scenario based learning. Through successive cohorts I
developed the use of blended learning and explored this through evaluation (13, 14, 15, 16, 17, 18, 19)
and for my EdD (20, 21), including the difference between co-operative and collaborative learning and
the complex socio –conflict (22) required for learning. This led to developments to improve the
scaffolding or script (22) to focus the learning. My particular interest was in the use of technology and
how it supported collaboration. Subsequent to this collaborative learning was implemented across
the whole of the third year. I also supported colleagues to develop the use of wikis and run many
workshops to support effective use of collaborative learning across the university and beyond (23, 24,
25, 26, 27, 28, 29).
In my role as AHOD I assisted the dietetics programme to develop good practice for group work
including fixed teams, group ground rules and explaining strategies to students to create effective
collaboration. Currently I am working with pre-registration nursing to use these strategies across this
programme for 2014/15, using examples based in nursing (30).
Community of learning from each other
Through creating a community of learning between staff and between staff and students,
developments can be made and implemented as participation builds commitment. An example is
peer review where I led the development of cross school review to encourage knowledge sharing
between disciplines. This has been welcomed by staff and through facilitation I achieved step change
in participation from 55% to 95% in 2 years.
I led a team to develop SART this included a student in the core team. This tool aims to create a
dialogue between students and staff around assessment and feedback and includes the three points
identified by Sadler (31) (brackets how this was applied):
• Developing a concept of the standard being aimed at (Marking criteria)
• Comparing the level of performance with the standard (Self-evaluation and reflection)
• Engaging in action which leads to some kind of closure of the gap (Taking action on
feedback)
Through the programme tutors forum and collaboration between tutors this was successfully rolled
out across the school and wider (32, 33).
Collaboration between students and staff can be facilitated by raising the student voice through
student representation, recognised by an award from the students’ union. I have worked to develop
the roles of the SSRO in the school and collaborated on sharing this work with others (34). I have also
introduced staff student forums in programmes where they were not present. This collaborative
activity has resulted in enhancements to student experience resulting in high NSS scores.
In HSK I have used collaboration to underpin development. I set up the programme tutors forum,
this is an opportunity for programme tutors to collaborate through working parties to develop and
disseminate good practice. This year we have further developed this with a guest attending each
month to support knowledge sharing and learning from others in the wider UH community. I led the
development of the HSK academic literacy policy from an individualist and paternalistic approach to
an embedded and principally collaborative learning based service. Finally, I have recently started a
scholarly activity group that meets regularly to examine the pedagogic literature and discuss the
implications for enhancing our practice.
References:
1. Schrage, M. (1990). Shared Minds: The new technologies of collaboration New York: Random
house
2. Sfard, A. (1998). On Two Metaphors for Learning and the Dangers of Choosing Just One.
Educational Researcher, 27(2), 4-13.
3. Garrison, D.R., & Vaughan, N.D. (2008). Blended Learning in Higher Education San Francisco:
Jossey-Bass
4. Wenger, E. (1998). Communities of practice: Learning, Meaning and Identity New York:
Cambridge University Press
5. Wenger, E., McDermott, R., & Snyder, W.M. (2002). Cultivating communities of practice: a
guide to managing knowledge Boston: Harvard Business School Press
6. Lave, J., & Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation
Cambridge, UK Cambridge University Press
7. Vygotsky, L.S. (1978). Mind in Society London: Harvard University Press
8. Brown, J.S., Collins, A., & Duguid, P. (1989). Situated Cognition and the Culture of Learning.
Educational Researcher, 18(1), 32-42.
9. Morrison, D. (2008) Web blog previously available at
http://elearning.heacademy.ac.uk/weblogs/pathfinder/?p=87#more-87).
10. Anderson, I., Thornton H., Alltree, J., Bullen, P., Saward, G. (2009) Embedding sustainable
change in learning and teaching through a local Change Academy approach, The Future of
the Student Learning Experience, HEA annual conference, Manchester, 30 June to 2 July
11. Anderson, I., Bullen, P. & Thornton, H. A. (2008) CABLE - Change Academy for Blended
Learning Enhancement. Making a difference: Challenges and realisations from the e-learning
Benchmarking and Pathfinder Programme City University, London.
12. Anderson, I., Bullen, P., Alltree, J. & Thornton, H. (2008) CABLE an approach to embedding
learning in the curricula and across the institution. Reflecting Education, 4, 30-41
13. Thornton, H. A. & Alltree, J. (2008) A Case Study of Technology supported collaborative
learning. The Third Symposium on Social Learning Space: Redesigning Universities. Oxford
Brookes University, Oxford.
14. Thornton, H.A. (2009) Students’ beliefs on collaborative learning impact on their choice and
use of technology. The Future of the Student Learning Experience – HEA annual conference,
University of Manchester, 30 June to 2 July
15. Thornton, H.A. (2009) "How students’ choose their use of technology for collaborative
learning? The 4th International Blended Learning Conference, University of Hertfordshire,
Hatfield. 17th and 18th June 2009.
16. Thornton, H.A. (2009) Surface and deep approaches taken by students’ to collaborative
learning. Faculty Teaching and Learning Conference, University of Hertfordshire, Hatfield.
17. Thornton, H.A. (2009) How do undergraduate students use teaching for collaborative
learning. Faculty Teaching and Learning Conference, University of Hertfordshire, Hatfield
18. Thornton, H.A. (2009) How do undergraduate students use online and classroom technology
to support their collaborative learning for seminar presentations? Chartered Society of
Physiotherapy Congress, 16 and 17th October, Liverpool
19. Thornton, H.A. (2009) How do students’ choose and use technology for collaborative
learning? The Fourth International Blended Learning Conference Proceedings, University of
Hertfordshire, Hatfield, University of Hertfordshire Press.
20. Thornton, H.A. (2009) Undergraduate Physiotherapy students’ choice and use of technology
for collaborative presentations. EdD Thesis, Open University.
21. Thornton, H. (2011). Undergraduate students’ understanding of collaboration and the
impact of this on the use of technology and knowledge construction. Poster session
presented at The World Congress of Physical Therapy. Amsterdam. June
22. Suthers, D. (2006). Technology affordances for intersubjective meaning making: A research
agenda for CSCL. Computer-Supported Collaborative Learning, 1, 315-337.
23. Hilliard, A., Thornton, H.A. (2008) Using Technologies to enhance classroom interactivity.
Plenary session, Faculty Teaching and Learning conference, University of Hertfordshire,
Hatfield.
24. Anders, A. & Thornton, H. A. (2008) Using Podcasting to develop oral skills required for
physiotherapy practice. The Third International Blended Learning Conference. University Of
Hertfordshire, Hatfield.
25. Anders, A. & Thornton, H. A. (2008) Using Podcasting to develop oral skills required for
physiotherapy professional practice. The Third International Blended Learning Conference
Proceedings, University of Hertfordshire, Hatfield, University of Hertfordshire Press, 385395.
26. Thornton H.A., Anders, A., Rickard, S. (2009) Collaborative learning using classroom and
online technology – choosing and using technology to enhance learning, Festival of learning,
HEA Health Science and Practice Subject Centre Conference, Walsall, March
27. Anders, A. & Thornton, H. A. (2009) Using podcasting to develop oral skills for physiotherapy
practice. IN MINOCHA, S. (Ed.) A Study on the Effective Use of Social Software by Further and
Higher Education in the UK to Support Student Learning and Engagement. JISC available at
http://www.jisc.ac.uk/whatwedo/projects/socialsoftware08#downloads
28. Thornton, H.A., Wyer S.A. (2010) Creating a dialogue over feedback online and in the
classroom, Festival of learning, Edinburgh Napier University, March 30th-31st.
29. Thornton, H.A. (2010) Getting success in group working. Faculty Teaching and Learning
Conference, University of Hertfordshire, Hatfield.
30. Middleton-Green, L., Ashelford, S. (2013) using Team-based Learning in Teaching
Undergraduate Pathophysiology for Nurses, HSCE, 2,(2)
31. Sadler, D.R. (1989). Formative assessment and the design of instructional systems,
Instructional Science, 18, 119-144.
32. Thornton, H.A., Davis D., Beeton K.S., Murray S., Ama-boakye G. (2011) Student Assignment
reflection tool (SART) –development and roll out. Faculty Teaching and Learning
Conference, University of Hertfordshire, Hatfield.
33. Thornton, H., Davis, D., Beeton, K., Murray, S. (2011) “A process for enhancing student
engagement with coursework feedback”. Oral presentation at RAISE Conference 2011:
Engaging Students in Challenging Times, September
34. Thornton H.A., Cowderoy L., Maguire, M. (2012). Reflections on the implementation of paid
Student Representative Organisers in the School of Health and Emergency Professions.
RAISE Conference 2012: Student Engagement as a shared agenda: people, places, practices.
Reference for applicant for Senior Fellow of the HEA:
Line manager’s reference
Your name:
Job title:
School or SBU:
Email address:
Please state whether
or not you are a
Fellow of the HEA
Consideration of how
the applicant
demonstrates a
record of sustained
effectiveness in
learning and teaching
Referee 1
Dean of School
Applicant name:
Candidate 102
No
Throughout the period I have worked with Candidate 102 she has
continued to demonstrate effectiveness in learning and teaching at
two levels. At a personal level she has consistently delivered high
quality teaching as evidenced by student feedback. A particular
strength is her ability to engage students in on-going interchanges
throughout their period of study. This begins even before students
arrive on-site where she encourages pre-course activities which
have the effect of enabling effective transition to the formal
learning environment.
At the second level, the fact that she is an effective and successful
teacher with a deep understanding of the needs of students has
meant she has used her skills effectively as member of the School’s
senior management team. Candidate 102 has led successfully a
number of high level initiatives, for example, the development and
implementation of the School’s learning, teaching and assessment
strategy; on-going design and facilitation of workshops for staff and
leading successfully from a strategic perspective, leading curricula
reviews of programmes requiring approval by the Health and Care
Professions Council and professional s bodies.
Support of how the
applicant applies
‘Core Knowledge’
within their practice
As a conscientious teacher Candidate 102 pays due regard to
research outcomes and will instigate discussion and where
appropriate will seek their introduction in the School.
She has championed blended learning in the School and in her own
teaching. She has embraced new technologies and in particular has
championed and overseen the implementation of electronic voting
systems.
Her deep understanding of students’ learning needs has enabled
her to focus on ensuring that the student experience across all
programmes is maximised, an example this is her work with the
Programme Tutors Forum, a vehicle for disseminating best practice
across the school. By way of working closely with students, their
representatives and programme tutors enable a pro-active
approach to student experience.
Comments on how
the applicant meets
the ‘Professional
Values’
There is no doubting of the professional values espoused by
Candidate 102. Her commitment to students is evident from the
way she engages with students on her modules. Beyond that, from
her working with student representatives across the School she is
seen as someone of the highest professional integrity gaining the
trust of students.
She is undeniably a reflective practitioner who utilises her
experiences
Confirmation that
This is confirmed via the formal institutional appraisal process
applicant has recently which consists of a main interview resulting in an agreed action plan
discussed their
which is reviewed after 6 months. In between there are additional
professional
conversations focussing on particular aspects of support for
development in
learning and teaching as deemed necessary.
relation to teaching
and/or support of
student learning with
you
Reference for applicant for Senior Fellow of the HEA
Your name:
Job title:
School or SBU:
Email address:
Please state
whether or not you
are a Fellow of the
HEA
In what capacity
are you able to
comment on the
applicant’s
professional
practice
Referee 3
Applicant name:
Head of Department
School of Health and Social Work
Consideration of how
the applicant
demonstrates a
record of sustained
effectiveness in
learning and teaching
Candidate 102 is an excellent teacher. This is evidenced by her breadth and
depth of knowledge, her ability to integrate theory with practice and use of
authentic examples to illustrate application to practice. Excellence in
learning and teaching is demonstrated by consistently high MFQ scores from
undergraduate and post graduate students. Informal feedback from
students also highlights Candidate 102’s effectiveness in enhancing their
practice. For example one student commented ‘I have enjoyed getting back
into learning again after so many years because (Candidate 102 ) made it
fun and so relevant to the situations we are all dealing with in the world of
work.
Candidate 102 is also a leader in the use of technologies to extend and
enrich learning within and beyond the classroom. She has been instrumental
in the use of EVS in the School’s undergraduate programmes. This has
enhanced the teaching teams’ understanding of gaps in the students’
knowledge and helped to deepen learning.
Her role as Associate Dean Learning and Teaching means that she is
responsible for strategic leadership for learning and teaching across the
School. She is highly effective in undertaking this role which is acknowledged
throughout the University.
Candidate 102 is a strong advocate of collaborative learning, developing
communities in practice and peer support for learning. This is evidenced
through her own modules where students introduce themselves through a
blog and undertake peer review of formative assessments. Many other
modules leads within the School have implemented similar approaches as a
result of Candidate 102’s leadership and direction. Much of her knowledge
has been developed through her critical understanding of pedagogy and
how students learn (her Ed D related to group work and the impact on
student learning).
She has always been innovative and is keen to evaluate new initiatives. This
has been evidenced by her support for an evaluation of EVS that is being
undertaken in the School this year.
Candidate 102 has great integrity and demonstrates professionalism in all
she does. She leads by example through her own teaching and the manner
in which she influences the practice of others, through leadership and
Support of how the
applicant applies
‘Core Knowledge
within their practice
Comments on how
the applicant
demonstrates
Candidate 102
Yes
As a colleague and as a past and current member of teams for
modules that Candidate 102 leads
commitment to the
‘Professional Values’
support. She fully embraces the University’s graduate attributes and always
develops ground rules with her students at the start of modules. This
enhances their engagement with the module and ensures that appropriate
behaviours are identified at the start
Comment on how
the applicant has
supported/
supervised/mentored
others in relation to
learning and teaching
Candidate 102 is always willing to support others and encourages them to
disseminate good practice. This has been evidenced through her support for
CABLE projects that have been undertaken over recent years and her
mentorship of a physiotherapy lecturer to set up a Wiki. The learning from
these activities spreads through informal discussions and more formal
dissemination and becomes integral to practice.
Candidate 102’s role as an Associate Head and now Associate Dean Learning
and Teaching ensures that support and mentorship is integral to her role.
Candidate 102 always has a wealth of ideas and suggestions and is always
willing to help staff who need guidance in their modules whether that
relates to aligning learning with assessment, undertaking group work or use
of technology. She has been instrumental in bringing a diverse range of staff
together in the new School of Health and Social Work to review existing
policies and procedures to ensure a consistent and effective learning
experience for students.
Reference for applicant for Senior Fellow of the HEA (Third referee providing evidence of
applicant’s influence and support)
Your name:
Job title:
School or SBU:
Email address:
Please state whether
or not you are a
Fellow of the HEA
In what capacity are
you able to comment
on the applicant’s
professional practice
Consideration of how
the applicant
demonstrates a
record of sustained
effectiveness in
learning and teaching
Referee 3
Senior Lecturer
Health & Social Work
Comment on how
the applicant has
supported/
supervised/mentored
you in relation to
learning and
teaching.
Candidate 102 has made herself available to me throughout my first 6
months. Providing with both support and encouragement on all areas of the
university; from partaking in my CPAD training to marking my first lot of
essay papers. She has also shown me the importance of keeping track of
students in terms of both their engagement and also those who have
needed to defer due to work/life commitments.
Although, I have come into the university with an appropriate theoretical
knowledge for the subject matter it quickly became clear to me that I
needed a new skill set to be able to teach and support learning affectively.
Candidate 102 has helped me learn a plethora of techniques and
approaches and I now feel confident when I lead sessions.
Candidate 102 has helped me to not only reflect and be reflexive to the
student groups but to also look at my own preferences so that I can insure
that the content I deliver is done so in a way that is meaningful to everyone
in the room and not just me. Her years of experience have helped her to
provide me with meaningful examples of how different approaches can
work and in topics where I thought only class based discussion would work,
she has challenged me to look at alternatives along with embracing new
technologies such as wikis / blogs and videos.
Comment on how
the applicant
impacted your
practice in relation to
learning and
teaching.
Applicant name:
Candidate 102
Candidate 102 has been mentoring me in preparing content, delivering
supported learning and marking since I took my first job in academia 6
months ago.
Candidate 102 has been mentoring me in preparing content, delivering
supported learning and marking since I took my first job in academia 6
months ago.
The two modules I have been working with Candidate 102 on have been
continually refined over the years and I was impressed at the way learning
styles were not only blended but different assessment styles were used to
allow the development of skills that could be directly applicable to the work
place e.g. the use of power point slides for a service change (part of
Redesigning Services for the Future – level 7) which then used the
comments section underneath each slide to critically discuss an analyse the
approach taken to change.
These two courses are very popular and widely commissioned showing that
they have a good reputation in and around London.